Conclusion. It must be remembered that this analysis is based on a small-scale questionnaire which was seen primarily as a secondary research tool to support further

It must be remembered that this analysis is based on a small-scale questionnaire which was seen primarily as a secondary research tool to support further, and more detailed, analysis to be carried out at a later date. Consequently I do not wish to make generalisations beyond the confinements of the actual data analysed. Nevertheless, the data gathered explores, in perhaps more detail than elsewhere, how a particular group of European executives use English for International Business and their views on its use.

It is hoped that these limited findings will help shed light on some of the language issues that may be present in such international gatherings and the possible communications difficulties and frustrations that can result. A positive result is that as well as uncovering some of these communication issues, the analysis also shows an awareness by many participants of some of the strategies that can be used to overcome them. The second stage of the research will involve a discourse analysis of audio and video recordings of GCAE meetings held in Manchester in October 2004. The analysis will hopefully provide specific examples of some of the issues raised here regarding the use of EIB in such contexts.

Meetings are obviously an extremely important part of workplace interaction, both in terms of individual advancement and organisational achievement. There can be considerable scope in meetings not only for overtly legitimate interactions, such as exchanging information or promoting action, but also for the strategic negotiation of rapport and influence (Rogerson-Revell, 1998).

While people may well need to ‘speak the same language’ in such multilingual contexts, they may not necessarily ‘speak the same way’, for instance, because of underlying differences in socio-cultural conventions or differences in linguistic competence. In such meetings, different ways of speaking or interacting can lead one party to believe that the other is either intellectually incompetent or deliberately unco-operative or combative.

The difficulty of getting heard in workplace interactions, such as meetings, can severely frustrate an individual’s or an organisation’s representation. Such frustration can be experienced by any individuals who are less tenacious about standing their own ground, do not speak as ‘powerfully’ or do not begin with a high level of credibility, whether as a result of linguistic, ethnic, status, age or gender differences.

Similarly, when decisions are made in groups, not everyone has equal access to the decision-making process: for example those who are linguistically less confident or those who are less comfortable with contention are more likely to comply with the demands of others.

What is important is to try and make such communicative events as equitable as possible. As one member of the GCAE puts it: The XXX is an international organization, i.e., everybody interested shall be able to participate under acceptable conditions. All delegates are representing their various organizations/countries and must really feel that everything possible is done to ensure that their ideas will be listened to/commented on at its own merit, even if it is not delivered in flawless English. (GCAE Internal Report, October 2004).

Instruction: These are guidelines for abstract writing which usually pose a big problem for young researchers who are analysing papers in their field and/or writing their first articles. This is an adaptation of several guidelines placed in the Internet without copyright limitations. You are sure to realize that the quantity of scholarly articles published daily in your field is so huge that the only way to limit your search is to feed key words into a search system. An abstract is the right format to help you not to get lost in the infinity of information. Therefore your purpose will be to acquire the standard guidelines along which an abstract is written. This will be your goal as an academic analyst and writer.

What is an abstract?

An abstract is a condensed version of a longer piece of writing that highlights the major points covered, concisely describes the content and scope of the writing, and reviews the writing's contents in abbreviated form. Abstracts are typically 100 to 250 words and follow set patterns.

Why is an abstract so important?

Help readers decide if they should read an entire article

Help readers and researchers remember key findings on a topic

Help readers understand the text by outlining key points prior to reading the full document

Index articles for quick recovery and cross-referencing

What are the key elements that should be included?

Background: A simple opening sentence or two placing the work in context.

Aims: One or two sentences giving the purpose of the work.

Method(s): One or two sentences explaining what was (or will) be done.

Results: One or two sentences indicating the main findings (or what you hope to accomplish with the project).

Conclusions: One sentence giving the most important consequence of the work – what do the results mean? How will they be used?

Questions an abstract should answer:

Why did you do this study or project? (Or why are you undertaking the project/study?)

What did you do, and how? (What will you do? How?)

What did you find? (What do you expect to find?)

What do the findings mean?

Helpful tips when writing an abstract: